Jookyoung Jung

For the past decade, along with the rapid development of video-conferencing applications and Web 2.0 tools, web-based collaborative writing (CW) has become increasingly common in second language (L2) instruction. This chapter introduces how video-conferenced CW can be implemented in a Zoom-mediated university course, focusing on interactional patterns that EFL learners exhibit during collaborative tasks and potential mediating factors that may affect their performance. To this end, three focal pairs of EFL learners were examined to identify unique features in their interactional patterns and noticeable factors that seemed to mediate their perception and performance in video-conferenced collaboration. The participants were students attending a Zoom-mediated postgraduate-level course, and they were required to collaboratively wrote suggestions to their peers’ assignment using Office 365 shared documents. Qualitative analysis of the audio-recorded pair discussions revealed that their interactional patterns were highly unique across pairs in terms of equality and mutuality Damon & Phelps (Int J Educ Res 13(1):9–19, 1989). In addition, post-task survey responses and interview comments further showed that there were various mediating factors in video-conferenced collaboration, such as self- and peer-role perception, the individual gap between peers, mutual familiarity in each pair, and the video-based communication mode. The findings of this case study highlight the pedagogical potential of video-conferenced CW tasks and important factors that need to be considered when implementing video-conferenced collaborative tasks in English-mediated courses.